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Expert Survey of 

Public School 

System 

Boise, Idaho 




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EXPERT SURVEY 



OF 



PUBLIC SCHOOL 
SYSTEM 

BOISE, IDAHO 




EDWARD C. ELLIOTT 

Professor of Education and Director of Course of Training of 
Teachers, University of Wisconsin 

CHARLES H. JUDD 

Director School of Education, Professor of Education 
University of Chicago 

GEORGE D. STRAYER 

Head of Department and Professor of Educational Administration 
Teachers' College, Columbia University „ 



OCT £2 ^^^' 



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To the Honor.abe Board of Education of Boise, Idaho. 

Gentlemen : Acting on the invitation of your honorable body 
and of the Superintendent of Schools, the undersigned have 
made an inquiry into the conduct, organization and equipment 
of the public scliools of Boise and beg leave to report as 
follows : 

SCOPE OF THE EXAMINATION. 

All of the members of the committee of inquiry were able 
to canvass in detnii the course of study, the methods of super- 
vision, the character of the teaching staff, the distribution and 
progress of children through the grades, the material and 
equipment and the expenditures involved in the conduct of the 
system, and concur in the findings with regard to these 
matters. 

The inquiry was greatly facilitated through the co-operation 
of the superintendent, supervisors and staff in the dffice of the 
superintendent. A very large part of the information neces- 
sary was immediately available in the form of the records 
collected in the routine of ordinary administration, and where 
additional facts were required, these were promptly supplied 
by the school officers or secured through personal inspec- 
tion on the part of one or more of the members of the com- 
mittee. The joint report is supplemented by the individual 
report of one of the members of the committee who visited 
the schools and observed the class of work in various parts ot 
the district 

THE COURSE OF STUDY. 

The course of study is comprehensive. It includes the fun- 
damental subject? which have long been recognized as es- 
i^ential m any school training, and also includes those forms of 
organized knowledge and activity which in the last generation 
have transformed and enriched the course. Especially com- 
mendable is the full and unqualified recognition of the im- 
portance of such matters as health, recreation and various 
types ot practical industrial activity. 

There seems to be an opportunity to enlarge somewhat 
the amount of instruction in nature study offered in the ele- 
mentary grades. There will undoubtedly develop an increas- 



ing emphasis upon study as distinguished from recitation 
within the school Witliout attempting to comment more 
fully on the technical matters involved in the enlargement ot 
the course, all of which has been discussed with the super- 
intendent and supervisors, the committee would report that in 
point of richness of the course of study the Boise school 
system takes high rank among American city systems. 

The course of study is closely adapted to practical and 
local needc. One of the most conspicuous virtues of the 
course of study is its elimination of irrelevant matter and 
its emphasis upo'i types of training which will connect school 
\>, ork with the practical activities into which graduates go. 
Comment >vill be made later upon the conspicuous enlargement 
in school r.ttendimce which has resulted from the improve- 
ment of the course of study. Special commendation is 
due at this poin\ to the success with which industrial and 
intellectual interests have been co-ordinated without sacri- 
ficing the legitin-»ate emphasis upon reading, mathematics, 
history, languages and all of the common types of training. 
The pupils have been brought into an environment of practical 
r:Ctivity which gives them a respect for industry and at the 
same time develops personal efficiency in dealing with do- 
mestic and business problems. The course of study wdiich 
results is the broadest and best solution of the demand for 
industrial educaiion While not overlooking many other 
excellent lines of work, the committee finds that the various 
courses in agriculiure are highly commendable as distinct so- 
lutions of ;: practical local problem. 

The committee begs leave to call attention to three logical 
developments of )he situation which have already been worked 
out. 

First, the Boise schools are admirably equipped bv virtue 
of the broad, practical course of studv which has been adopted 
to take care of n:ore of the time of the pupils than is sys- 
tematically provided for in the present school program. The 
course of 5-tudy is rich enough so that it would be advan- 
tageous to 'pread it over more hours. The activities called for 
on the part of the pupils is varied enough to avoid the kind of 
fatigue that results from over-con fineme'T The individual 
program of teachers need not be lenc,tl;ened. The odvan- 
lages of such an extension of the school day would be found 
in the systematic organization of children's activities. The 



city of Boise ha-- taken a long step in advance of most 
American commi rities in providing for the recognition of 
lecreation and agriculture as legitimate phases of school train- 
ing. The complete utilization of the equipment now on hand 
dictates the extension of the time, during which these op- 
portunities shall be used. The use of schools during the sum- 
mers as well as during a longer school day and week is urgent- 
ly recommended. 

Second, the Boise schools are organized with respect to 
subjects of instniction with such a clear recognition of the 
demand of economy that it is a very short step to a readjust- 
ment of the relation of elementary schools and high school, 
such that a year -/r more of time is saved for each child. The 
present eighth grade has, through the reorganization of the 
work, become a niixture of high school courses and elementary 
courses. The pupils will gain in enthusiasm for their work 
and in breadth of opportunities, if the eighth grade is aband- 
oned and the miner adjustments needed are worked out in the 
high school course These minor adjustments have been con- 
vassed in detail and can be made wnthout any sacrifice what- 
soever of the intei-ests of the pupils. 

Third, the devtlopment of the course of study in the high 
school has no upper limits except those which are dictated 
by the ability of *"he city to equip advanced courses. In agri- 
culture, in mechanics, the character of work now under way 
is such as to suggest strongly the desirability of a conserva- 
tive but steady excerision of the course into the field commonly 
thought of as belonging to the college. There is no legitimate 
reason why a fully developed city school system should not 
offer to adults in the community advanced courses in science 
and letters There is no reason why students who want 
more than four years of training should not get five years. 
The Boise high school could carry on such advanced work 
without serious additional expenditure. Such advanced 
courses are the natural sequel to the comprehensive organiza- 
tion already developed. 

SUPERVISION. 

The supervisory staff of the school system is organized in 
accordance with the practice prevailing in the most progres- 
iive cities of the United States. Under the immediate direc- 
tion of the Superintendent of Schools are the three general 



supervisors : one for the primary grades, one for the grammar 
grades, and one for the high school. There are, in additioa 
to these general supervisory officers, directors of the v^ork 
in physical education, industrial arts, household arts, music 
and art. There are also a director of playgrounds and a 
school nurse working in co-operation v^ith all who give in- 
struction or who supervise the work in the schools to the end 
that the physical well being of the children may not be neg- 
lected. 

We have been impressed by the recent careful reports 
presented to the superintendent by these supervisory officers. 
There is evidence throughout of genuine co-operation among 
the -officers, and between them and the teachers. We believe 
that these supervisors in their contact with the teachers, 
through constructive criticism and suggestions, have done 
much to improve and to unify the work of the schools. We 
suggest that the nigh school would profit by the development 
of a system of c inferences with the teachers in the upper 
grades of the grammar schools. The supervisor of these 
grades should certainly be in contact with the high school. The 
supervisor of the primary grades should in like mannei be in 
intimate contact with the upper grades. It is interesting to 
note that all of the supervisors devote their principal energies 
to direct contact with pupils and teachers. 

We believe thnt the work of the supervisory staff might 
to advantage be farther developed along three Imes. First, in 
addition to the present irregular exhibits of the work of pupils 
there should be provided a continuing, but constantly changing, 
exhibit of ihe various phases of school work in order that the 
best results acco'nplished in the system may be made con- 
stantly available for all of the teachers. Such an exhibit would 
consist of rhe fol.cwing types of materials : Written work of 
pupils, examples of the work in drawing, suggestions for sup- 
plementary reading for pupils and teachers, collections of 
illustrative materi;d found valuable in classroom teachinof, ex- 
amples of constructive work, whether in paper, wood, clay 
or other medium, teachers' plans which have been successfully 
carried out, and the like. 

In addition to the work done by the supervisors in demon- 
strating methods of work, it would seem advantageous to call 
upon the Icacher- who are doing superior work to demon- 
strate to their colleagues by actually teaching their classes 



under observation. Such a demonstration lesson followed by 
discussion of the methods employed offers one of the best 
means avaliable for improving teachers in service. We ven- 
ture to suggest theit exercises of this sort more certainly mod- 
ify the practice of the teachers than to discussions or reading 
of pedagogical literature without relation to genuine class 
room situations. 

The courses of study are constantly in process of being- 
revised or remade We believe that the co-operation of the 
teachers in the making of the coures of study offers another 
valuable means ot bringing about that continued professional 
growth, which is so essential to the developing of the suc- 
cessful teacher. It might be wise to allow the teachers to form 
themselves into voluntary groups according to their prefer- 
ence, and to have each of these groups consider the problem of 
modifying the coarse in the light of their experience in the 
Boise school system. 

THE TEACHING STAFF. 

The most evident source of strength of a school system is 
the standard of qualification maint?iined for the teaching and 
supervisory , staff. To be eligible for appomtment to a posi- 
tion in the elementary schools, under the existing regulations 
of the Board of Education, a teacher must have completed 
a four-year course of study in high school ; must be a graduate 
of a standard ('wo-year) normal school; and in addition, 
must have had ?t least two years of successful experience 
in a school system of recognized standing. Eligibility for ap- 
pointment in the high school is based upon college or uni- 
versity graduation and two years of approved teaching ex- 
perience. 

We find upon examination that both the letter and the 
spirit of these conditions for appointment are observed. No 
teacher is selected without having had the required mini- 
mum of education, training and experience. Usually those 
appointed have additional qualifications; for example, one- 
quarter of the prv^sent elementary school teachers are gradu- 
ates of some one :;f the leading American universities. 

Besides the distinctly high standard of qualifications nec- 
essary for appointment, other influences have contributed to- 
ward the effectiveness of the teaching staff. Among others 
may be noted the following : 



8 

Salaries : The schedule of salaries for teachers in ele- 
mentary schools is applied without respect to the grade of 
which the teacher has charge. The initial annual salary is 
$780, with three increments of $60, to a maximum of $960. 
Increase of salary is based entirely upon quality of service 
as estimated by "he Superintendent of Schools and the sev- 
eral supervisors. 

It is a noteworthy fact that two-thirds (52) of the total 
number of elementary school teachers (78) are now receiving 
an annual salary of $900 or more. This is exclusive of the 
principals (8), all of whom receive more than the maximum 
salary. This is, v/hen compared with other cities of the coun- 
try, a most comn'endable shov/ing. In fact, in this particular 
respect Boise star.ds near the head of the list of cities of its 
population Nevertheless, it must be borne in mmd that the 
Boise schools must compete for competent and experienced 
teachers with such cities as Salt Lake City, which has a max- 
imum salary of $1020, for elementary teachers; Butte, with a 
maximum of $1050, and Spokane, with a maximum of 
$1000. In education, as in all other branches of the public 
service, the standard of service is largely conditioned by the 
standard of compensation. The community receives no more 
than it pays for. 

Selection : The established practice of the Board of Educa- 
tion in givmg to [he Superintendent of Schools complete con- 
trol over the nom'nations, assignments and promotion of teach- 
ers represents an enlightened and progressive policy of school 
administration. This has resulted in a marked permanency 
of tenure. The t>"aching force is not subjected to the disturb- 
ing uncertainties of annual re-election. Even though appar- 
ently twenty per cent of the total number of teachers must be 
replaced each yeat on account of resignations, a careful analy- 
sis of these resignations for the past year indicates that they 
are due to causes ever which the school authorities may not ex- 
pect to exercise any control. 

The present policy of the Superintendent of Schools in 
encouraging teachers to take leaves of absence for the pur- 
pose of further professional study cannot but be of great 
ultimate benefit to the schools of the city. At the present 
time six teachers are on leave: of absence attending higher 
professional scho)ls for teachers. l! is anticipated that each 
will return to Boi^e at the conclusion of the period of leave. 



While we are confident that every effort is being made to 
maintain the entire teaching jitaf f on a high level of efficiency, 
and that the Board of Education and the Superintendent ot 
Schools are utilizing every means to raise this level, we sug- 
gest the institution of a more systematic record of teachers 
as to traniing, exj)erience, promotion and performance. Under 
the existing practxes, the control and supervision of the teach- 
ing staff is effective because it is in the hands of competent 
and far-sighted ii dividuals. The community and the teaching 
staff should have some guarantee that changes in the admin- 
istrative and supervisory direction of the school system will 
not result in any injustice to individuals or breaks in the 
present established policy. A record more complete than the 
present formal contract is needed to satisfy this suggestion. 

CLASSIFICATION AND PROGRESS OF CHILDREN 
THROUGH THE SCHOOL SYSTEM. 

_ One of the most satisfactory tests of the efficiency of the 
direction of a school system is found in the provision made 
for the proper classification of children and for their progress 
through the schcols The investigations which have been 
made in recent years with respect to the amount of retardation 
of children in our public school systems have led to great em- 
phasis upon this aspect of school administration. It is inter- 
esting in this connection to compare the situation in the coun- 
try at large with rht facts for the Boise school system, and to 
indicate briefly the progress that has been made in Boise 
during the past three years. 

In an investigation, of 318 cities in the United States it 
was discovered tliat one-half of the cities had more than 36 
per cent of their children over age for the grade in which they 
were found. Children were called over age if they were above 
eight years old in the first grade; above nine years old in the 
second grade; above 10 years old in the third grade, and so on. 
In the city of Bct^e during the current year only 27 per cent 
of the children arj over age for their grades. Two years ago 
46 per cent of ihe children were over age; one year ago 
39 per cent of the children were too old for their grade. There 
is a very definite indication here of a most successful handling 
of the problem of proper classification of children. 

For the whole United States one-half of the cities have 



10 

less than 4.5 per cent of their children under age for their 
grade, that is, under seven years of age in the first grade, 
under seven years in the second grade, under eight years in 
the third grade, and so on. In the Boise school system two 
years ago, five per cent of the total number of children en- 
rolled were under age for their grade. Last year this group 
had been increased to 8.2 per cent, and during the current 
year amounts to 10.7 per cent of the total number of children 
enrolled. This places Boise among the best cities in the 
United States from the standpoint of allowing children of 
unusual ability to advance rapidly. 

Further evidence along the same line is found in the fact 
that during the past year there were 200 double promotions 
in the Boise school system. That is, there were 200 children 
who, because of their superior ability, have saved a half year 
in their school careers. It is interesting to note that while 
the majority of these double promotions are found in the 
lower grades, it is still not unusual or impossible for children 
in the upper grades to make rapid progress. 

Another measure of the efficiency of a system of schools 
is found in the extent to which children are retained through 
the seveial grade'. The elimination of children from schools 
becomes large enough to merit careful attention in the fifth 
grade. For the 318 cities for which the figures are available 
one-half of the cilies have more than 20 per cent of their chil- 
dren eliminated by the time the fifth grade is reached. Boise 
has only seven pe- cent eliminated at this stage of their school 
career. Oi.e-half of the cities of the United States have more 
than 35 per cent of their children elimniated by the time the 
sixth grade is reached, 50 per cent by the time the seventh 
grade is reached, and 60 per cont before the eighth grade. The 
city of Boise eliminates only 12 per cent by the time they have 
reached the sixth grade, 19 per cent before the seventh grade 
and 25 per cent before the eighth grade. 

The figures for the high school are quite as striking and 
argue as favorably for the Boise school system. For th«; 
whole of the United States one-half of the cities show 65 per 
cent of their children eliminated by the time the high school 
is reached. The Boise school system has eliminated only 35 
per cent of their children at this stage of their school careers. 
At the end of the high school course one-half of the cities 
of the United States show 14 per cent or less of the children 



11 

who entered school still in attendance. In Boise 28 per cent 
of the children who entered the first grade are found in the 
last year of the high school. This is a most unusual reten- 
tion of children in the schools. 

In considering the problem of elimination by grades, we 
are concerned with the amount of education which children in 
a school system receive. Another method of treating the prob- 
lem which has been under discussion throughout this section 
is to ask at what age children leave schools. In most school 
systems children between 12 and 14 years of age begin to be 
eliminated on account of inability to do the work required ot 
them in school or because of special provisions in the com- 
pulsory education law, which allow them to be employed. 
After 14 years of age the amount of elimination increases very 
rapidly. In Boise there is practically no elimination of chil- 
dren until after the 14th year has been reached. The 15th year 
group shows 21 per cent eliminated, the 16th year group shows 
29 per cent eliminated, and the 17th year group 60 per cent 
eliminated. 

Because of the provision for rapid progress in the Boise 
school system some of those who are eliminated at 17 years 
of age have disappeared because of graduation from the high 
school. The record of elimination by ages is again most cred- 
itable for Boise, placing it among the cities of the United 
States which retain children the longest. 

In connection with the problem of classification and prog- 
ress of children through the grades two recommendations oc- 
cur to us which may, we believe, be followed to advantage by 
the school system. 

First, for the notably slow or backward children special 
classes should be provided. The boy or girl who is mentally 
not capable of mr.king the progress made by the normal chil- 
dren is not usual'y happy in his associations with them, and 
his presence in the class room is a distinct handicap to the 
teacher. The be'^t practice in the United States today pro- 
vides special classes for children who are by virtue of their 
lack of capacity three or more years over age. We believ>! 
that two or three teachers specially trained to give instruction 
to backward children should be employed. There should be a 
specially arranged curriculum for these classes. Probably 
more work in the manual and household arts should be pro- 
vided for these children than is common in the regular classes. 



12 

It is timely to note in this connection that a beginning of 
work of this sort has already been made in Boise by sending 
some of the backward boys to the high school manual train- 
ing department for special' instruction one hour a day. 

Our second recommendation has to do with a system of 
cumulative records of pupils. Any adequate study of the 
problems of classification and progress of children in public 
schools requires :i record which traces each child from the 
time he enters the system until the time he leaves it. Cards 
which carry cumulative records will give for any child in the 
school system a history of his school career, including the date 
of birth, parentage, age at which he entered school, the num- 
ber of days of attendance for each year, the date of each pro- 
motion, his transfer from one school to another, his scholar- 
ship for each grade through which he has passed, his general 
physical condition and his deportment. If schools are to do 
the most for each boy or girl found in them, it is necessary 
always to consider the present condition of these pupils in 
terms of their pas< history. It is only by keeping cumulative 
record such as has been suggested that it is ever feasible to 
give such adequate consideration to the problems of individual 
pupils as is demanded by the best educational practice. These 
cumulative record cards for each pupil can be kept by the 
teacher with but \ery little additional labor and can be trans- 
ferred to permanent records, kept in the superintendent's 
office, for a city ihe size of Boise by making available approx- 
imately one-fourth of the time of a clerk. 

PARKS AND PLAYGROUNDS. 

The committee visited the forty acres which are being de- 
veloped into a school park. They found the plans for ample 
playgrounds well advanced toward realization and the plans 
for an auditorium and outdoor gymnasium projected. 

This enterprise cannot be too highly commended. The use 
of outdoor exercises is beneficial to pupils and teachers as a 
regular part of the school program. The creation of habits 
of systematic, healthful, recreation is as nnportant to the in- 
dividual as any phase of his education. Frcm the point of 
view of public eronomy it is distinctly advantageous to or- 
ganize the park as a part of the public school system for it 
gives to the pupils large opportunity for organized outdoor 
exercises and it insures the development of sport under com- 



13 

petent supervision The disadvantages of duplication which 
would arise if schools and playground were separate is a most 
impressive example of educational foresight. Boards of Edu- 
cation have in general failed to initiate movements of this 
type. The establ'bhment of a play park is therefore a feature 
of the Boise syst'^m which stands out as unique. In the opin- 
ion of your committee the Board of Education has not only 
rendered a service to the city of Boise, but has offered an 
example to other cities which is sure to be imitated. This, 
like other units of the general school equipment, offers large 
possibilities of service to the older members of the commun- 
ity. There is every reason to look forward to a general de- 
velopment of legitimate recreation in the whole community 
through the use "if this play park. 

THE SCHOOL PLANT. 

The committee, after a personal inspection is agreed that 
the school plant is in a highly satisfactory condition. The con- 
tsruction of new buildings, the repair of old buildings and 
the care of all school buildings is under the immediate charge 
of a superintendent of buildings. To this superintendent of 
buildings, the janitors are immediately responsible. All of the 
school buildings appear to be in charge of competent janitors 
and caretakers. 

On every hand, there is evidence of the desire and readiness 
of the school administration to provide the best and most 
economical buildings and equipment. Special care has been 
given to the lighting, ventilation and heating of all buildings. 
In several of the older buildings, modern ventilating appliances 
have been installed. At the present time 75 per cent of all 
class rooms are heated and ventilated according to modern 
hygienic standards 

We note with commendation the fact that class rooms in 
elementary schools do not ordinarily contain more than 40 
seats, thus providing a guarantee against the overcrowding ot 
these schools. 

In every instance special care appears to have been exercised 
in selecting sites for new school buildings, so as to provide 
proper neighborhood surroundings as well as suitable play- 
ground spaces. We desire, especially, to mention with approval 
the present pract.ee of the Board of Education in acquiring 



14 

sites foi school buildings in anticipation of the tuture growtli 
of the school system and of the city. 

EXPENDITURES. 

Every citizen of a community is vitally concerned with the 
expenditures for public schools. In this examination of the 
Boise school system the committee has utilized statistics pub- 
lished by the Unuod States Bureau of Education for 37 cities. 
The cities selected were taken from among- the 90 which, in 
common with Bo'se. have adopted a system of accounts which 
enabled them to report their fiscal statistics in the form recom- 
mended by the committee of the National Educational Asso- 
ciation on Uniforiii Records and Reports. In part they are 
cities which are comparable in size; in part they are in the 
same geographic region; in part they were selected becattse 
of recognized exrt Hence of school organization and adminis- 
tration. Boise was one of the first cities to introduce a sys- 
tem of accounts which made possible the adequate distributioi 
of expenditures among the several items of the school budget 
in conformity with the recommendations of the committee 
above referred to. 

The tables whi-i: follow compare the cost per pupil of ele- 
mentary and of high school education among the several cities ; 
show the percentage of the total cost which is to be charged to 
elementary schools and to high schools; the percentage of the 
total cost chargeable to instruction, to maintenance and to cost 
of operation of ;rhool plant, and the percentage of the total 
average daily attendance enrolled in elementary and in high 
schools. In all of these comparisons, there is included in the 
column called total cost, the expenses of general control, the 
cost of instruction in day elementary and high schools, the 
cost of operating and maintaining the plant for these schools. 
Under general control are included salaries and other expenses 
of the Board of Education and secretary's office, the expenses 
of school elections and school census, the expenditures for 
financial offices and accounts, for legal services, for opera- 
tion and maintenance of school offices, for officers in charge 
of buildings and supplies, for the office of Superintendent of 
Schools, and for the enforcement of compulsory education and 
truancy laws. The amount charged to instruction includes 
the salaries of supervisors of grades and subjects, the salaries 
of principals and their clerks, the salaries of teachers, and 



15 

expenditures for text books and for stationery and supplies. 
Under the operation of plant are included the expenditures 
for wages of janitors and other employes, for fuel, for water, 
for light and power and for janitors' supplies. Maintenance 
of plant includes expenditures for repairs of buildings and up- 
keep of grounds, for repair and replacement of equipment 
and for insurance. 

It will be seen by this analysis of the items which are used in 
our comparison, that only current expenditures are considered. 
We believe that any comparison of the expenditures of school 
systems must be made upon this basis, since the practice with 
regard to handlir^ capital outlay varies so great among cities, 
that any comparison of these expenditures is practically im- 
possible. 

TABLE I. 

COST OP ELEMENTARY EDUCATION PER PUPIL IN 
AVERAGE DAILY ATTENDANCE. 

1. New Rochelle. N. Y $ 49.59 

2. Clinton, Iowa 48.47 

3. Seattle, Wash 43.92 

4. Oakland, Cal 43.64 

5. San Francisco, Cal 42.27 

6. Newton, Mass 41.41 

7. Spokane, Wash 41.05 

8. East Orange, N. J ' 40.54 

9. BOISE, IDAHO 39.92 

10. Fresno, Cal 39.32 

11. Berkeley, Cal : 39.29 

12. Salt Lake City, Utah 38.24 

13. Pittsburg, Pa 37.80 

14. Troy, N. Y 37.40 

.15. Springfield, 111 37.19 

16. Tacoma, Wash 36.22 

17. San Diego, Cal 35.44 

18. Newark, N. J 35.33 

19. Denver, Colo 35.04 

20. Quincy, Mass 34.57 

21. Holyoke, Mass 34.55 

22. Dayton, Ohio 33.54 

23. Evansville. Ind 33.38 

24. East St. Louis, 111 . 33.16 

25. Detroit, Mich 32.05 

26. Sioux City, Iowa 31.62 

27. Ithaca, N. Y 29.65 

28. Cambridge, Mass 29.23 

29. Baltimore, Md 28.42 

30. Everett, Mass 28.06 

31. Battle Creek, Mich 27.97 

32. Lynn, Mass 27.77 

33. Decatur, 111 25.93 



16, 



34. Muskegon, Mich 25.65 

35. Louisville, Ky 24.55 

36. Quincy, Mass 24.24 

37. New Britain, Conn 23.15 

• TABLE IL 

COST OF SECONDARY EDUCATION PER PUPIL IN 
AVERAGE DAILY ATTENDANCE. 

1. Seattle, Wash $101.04 

2. Pittsburg, Pa 98.18 

3. Evansville, Ind 92.78 

4. San Diego, Cal 91.15 

5. Newark, N. J 89.50 

6. Dayton, Ohio 86.67 

7. New Rochelle, N. Y ." 86.56 

8. Louisville, Ky 82.90 

9. Spokane, Wash 82.37 

10. East St. Louis, 111 82.28 

11. Newton, Mass. ' '. 80.84 

12. Troy, N. Y 80.82 

13. Cambridge, Mass 79.93 

14. Fresno, Cal 79.23 

15. San Francisco, Cal 78.24 

16. Oakland, Cal 77.40 

17. Detroit, Mich 77.30 

18. Baltimore, Md 75.50 

19. BOISE, IDAHO 74.19 

20. Denver, Colo • • 72.93 

21. East Orange, N. J 72.41 

22. Holyoke, Mass 70.67 

23. Salt Lake City, Utah 69.80 

24. Tacoma, Wash 67.87 

25. Berkeley, Cal 65.42 

26. Clinton, Iowa . . . • 63.32 

27. Quincy, 111 63.14 

28. Springfield, 111 61.43 

29. Lynn, Mass 59.23 

30. Battle Creek, Mich 54.00 • 

31. Muskegon, Mich 53.03 

32. Everett, Mass 53.00 

33. New Britain, Conn 52.84 

34. Quincy, Mass 45.73 

35. Decatur, 111 45.00 

36. Sioux City, Iowa 44.51 

37. Ithaca, N. Y 40.16 



Tables 1 and 2 show the relative cost of elementary educa- 
tion and of high school education in Boise, as compared with 
the other cities considered. It will be discovered that Boise 
ranks fairly high in the cost of elementary education. This 
is due in part to tne qualifications demanded of teachers. It is 
also accounted for by the fact that the size of classes in Boise 
is smaller ^^han in some of the other cities. It is our belief 



17 

that these classes should be made still smaller rather than 
larger. The cost of elementary education is also increased by 
the richness of the program of instruction, the variety of ac- 
tivities provided for children in these schools. It seems to 
us unwise to curtail any of the activities now provided in the 
Boise elementary schools in order to reduce the cost. 

The cost of high school education in Boise is exceeded in 
half of the cities for which we have data. When one consid- 
ers the great variety of courses offered in the Boise high school 
he is forced to believe that the cost has been kept as low as it 
has only by the most careful management. 

Another comparison among the several cities is found in the 
percentage of the total expenditure devoted to high schools 
and to elementary schools. Any such comparison must, of 
course, be checked by inquiring concerning the percentage of 
the total average daily attendance to be loui.d in each of Ihese 
parts of the school system. 

TABLE III. 

THE PERCENTAGE OP THE TOTAL AMOUNT EXPENDED 

FOR PUBLIC EDUCATION DEVOTED TO 

ELEMENTARY SCHOOLS. 

1. Newark, N. J ^^r/ 

2. San Francisco, Cal , 37 

3. Pittsburg-, Pa ' ' g^ 

4. East St. Louis, 111 85 

5. Salt Lake City, Utah : ^ i<f7| [[ _[ [ 35 

6. Clinton, Iowa ^ ^ g5 

7. Sioux City, Iowa 84 

8. Baltimore, Md 04 

9. Troy, N. Y 82 

10. New Rochelle, N. Y 00 

11. Springfield, 111 [[[][ gj 

12. Decatur, 111 ........■■[.. 81 

13. Everett, Mass. ., 81 

14. New Britain, Conn 80 

15. Holyoke, Mass 79 

16. East Orange, 'N. J 79 

17. Oakland, Cal ^o 

18. Detroit, Mich ^9 

19. Quincy, Mass Y9 

20. Quincy, 111 ....................'.'■ 79 

21. Lynn, Mass ^g 

22. Denver, Colo 7„ 

23. Fresno, Cal. .". 78 

24. Tacoma, Wash 77 

25. Evansville, Ind " . ' ' rjj 

26. Spokane, Wash 77 

27. Cambridge, Mass 7g 

28. Dayton, Ohio 7g 

29. Battle Creek, Mich 75 



18 



30. Louisville, Ky 71 

31. Muskegon, Mich 70 

32. Seattle, Wash • • . . . 70 

33. BOISE, IDAHO ••.... 69 

34. Berkeley, Cal 68 

35. San Diego, Cal 68 

36. Ithaca, N. Y 64 

37. Newton, Mass 64 

TABLE IV. 

THE PERCENTAGE OF THE TOTAL AMOUNT EXPENDED 
FOR PUBLIC EDUCATION WHICH IS DEVOTED 
TO THE HIGH SCHOOL. 

1. Ithaca, N. Y 36 % 

2. Newton, Mass 36 

3. San Diego, Cal 32 

4. Berkeley, Cal 32 

5.' BOISE, IDAHO ... •• 31 

6. Seattle, Wash 30 

7. Muskegon, Mich 30 

8. Louisville, Ky 29 

9. Battle Creek, Mich 25 

10. Cambridge, Mass 24 

11. Dayton, Ohio • • 24 

12. Tacoma, Wash 23 

13. Spokane, Wash 23 

14. Evansville, Ind 23 

15. Lynn, Mass 22 

16. Denver, Colo 22 

17. Fresno, Cal 22 

18. Detroit, Mich t 21 

19. Oakland, Cal 21 

20. East Orange, N. J 21 

21. Holyoke, Mass 21 

22. Quincy, 111 21 

23. Quincy, Mass 21 

24. Decatur, 111 19 

25. New Britain, Conn 20 

26. Springfield, 111 19 

27. Everett, Mass 19 

28. New Rochelle, N. Y 18 

29. Troy, N. Y 18 

30. Sioux City, Iowa 16 

31. Baltimore, Md 16 

32. Salt Lake City, Utah 15 

33. Clinton, Iowa 15 

34. East St. Louis, 111, 15 

35. Pittsburg, Pa 13 

35. San Francisco, Cal 13 

37. Newark, N. J 10 



19 

TABLE V. 

rUE PERCENTAGE OF THE TOTAL NUMBER OB' CHIL- 
DREN IN AVERAGE DAILY ATTENDANCE TO BE 
FOUND IN HIGH SCHOOL AND IN ELE- 

ii/lementary 
High School. Schools. 

1. Ithaca, N. Y 30 % 70 % 

2. Newton, Mass 22 78 

3. Berkeley, Cal 22 78 

4. BOISE, IDAHO 19 81 

5. Muskeson, Mich ,18 82 

6. San Diego, Cal 16 84 

7. Seattle, Wash 15 85 

8. Battle Creek, Mich 15 85 

9. East Orange, N. J 14 86 

10. Spokane, Wash , 14 86 

11. Tacoma, Wash 14 86 

12. Quincy, Mass 13 87 

13. Quincy, 111 13 87 

14. Oakland, Cal 13 87 

15. Holyoke, Mass 12 88 

16. Lynn, Mass 12 88 

17. Sioux City, Iowa 12 88 

18. Fresno, Cal 12 88 

19. Springfield, 111 12 88 

20. Denver, Colo 12 88 

2L Louisville, Ky 11 89 

22. Everett, Mass 11 89 

23. Decatur, 111 11 89 

24. Dayton, Ohio 11 89 

25. Evansville, Ind 10 90 

26. Detroit, Mich 10 90 

27. Cambridge, Mass 10 90 

28. New Rochelle, N. Y 10 90 

29. New Britain, Conn 10 90 

30. Clinton, Iowa 10 90 

31. Salt Lake City, Utah 9 91 

32. Troy, N. Y 9 91 

33. San Francisco, Cal 8 , 92 

34. Baltimore, Md 7 93 

35. East St. Louis, 111 7 93 

36. Pittsburg, Pa 6 94 

37. Newark, N. J 5 95 

The tables given above show clearly that Boise devotes a 
relatively large proportion of all the money spent for educa- 
tion to the high school (Table 4). It is noticeable also that 
a very large percentage of the total number of children in 
the school system are enrolled in the high school. Indeed, 
the cities which rank above Boise in the percentage of children 
in high schools h.ive this large percentage by virtue of special 
local conditions In Ithaca, many boys are sent to 
the high school from other localities in order to 
prepare them for Cornell University ; and many 



20 

families move to Ithaca, when their children are of high 
school age, in order to secure this university preparation. The 
facts stated for Ithaca will hold for Berkeley, which is the 
seat of the University of California. Newton, Mass., which 
is the only other city that ranks above Boise in the percentage 
of the children to be found in the high school, is a suburb 
of Boston, inhabited almost exclusively by well-to-do fam- 
ilies by whom a high school education is considered essential. 
' A comparison of the cost of instruction and of the cost ot 
maintenance and operation of the plant to the total cost of 
education shows ihe relative emphasis placed by the Boise sys- 
tem on the different phaess of school activity. 

TABLE VI. 

THE PERCENTAGE OP THE TOTAL EXPENDITURE FOR 
PUBLIC EDUCATION DEVOTED TO INSTRUCTION. 

1. Fresno, Cal 91 % 

2. Berkeley, Cal 87 

3. Newark, N. J 86 

4. Spokane, Wash 86 

5. Qulncy, Mass 86 . 4 

6. Oakland, Cal 86 

7. San Francisco, Cal 86 

8. BOISE, IDAHO .. • 85 

9. Holyoke, Mass 84 

10. Lynn, Mass 84 

11. Tacoma, Wash 84 

12. Denver, Colo 84 

13. Detroit, Mich 84 

14. East Orange, N. J 83 

15. Evansville, Ind 83 

16. Louisville, Ky 83 

17. Seattle, Wash 83 

18. Baltimore, Md 83 

19. Cambridge, Mass 82 

20. Troy, N. Y 82 

21. Muskegon, Mich 81 

22. Salt Lake City, Utah .81 

23. Everett, Mass 80 

24. Springfield, 111 .' sO 

25. Ithaca, N. Y 80 

26. New Britain, Conn " . 79 

27. Decatur, 111 78 

28. San Diego, Cal 78 

29. Quincy, 111 . . 77 

30. East St. Louis, III 77 

31. Newton, Mass 7g 

32. Pittsburg, Pa 7c 

33. Dayton, Oh^o 74 

34. Battle Creek, Mich ......]........ 74 

35. Sioux City, Iowa 74 

36. Clinton, Iowa 73 

37. New Rochelle, N. Y . . . 71 



21 



TABLE VII. 

THE PERCENTAGE OF THE TOTAL EXPENDITURE FOR 
PUBLIC EDUCATION DEVOTED TO MAINTENANCE. 

1. New Rochelle, N. Y 14 % 

2. Newton, Mass 12 

3. San Diego, Cal 12 

4. Clinton, Iowa 12 

5. Dayton, Ohio 10 

6. Springfield, 111 .^ 10 

7. Quincy, 111 9 

8. Sioux City, Iowa 9 

9. Battle Creek, Mich 9 

10. Salt Lake City, Utah 9 

11. New Britain, Conn 8 

12. Muskegon, Mich 7 

13. Ithaca, N. Y. . '. 7 

14. San Francisco, Cal 7 

15. Louisville, Ky 7 

16. Baltimore, Md 7 

17. Pittsburg, Pa 7 

18. East St. Louis, 111 7 

19. Denver, Colo 6 

20. Decatur, 111 6 

21. Seattle, Wash 6 

22. Newark, N. J f. 

23. Evansville, Ind 5 

24. Everett, Mass 5 

25. East Orange, N. J 5 

26. Tacoma, Wash 5 

27. Oakland, Cal 5 

28. Cambridge, Mass 5 

29. BOISE, IDAHO ...• 4 

30. Lynn, Mass 4 

31. Detroit, Mich 4 

32. Troy, N. Y 3 

33. Fresno, Cal 2 

34. Berkeley, Cal 2 

35. Spokane, Wash 2 

36. Holyoke. Mass 7 

37. Quincy, Mass 6 

TABLE VIII. 

THE PERCENTAGE OP THE TOTAL EXPENDITURE FOR 
PUBLIC EDUCATION DETV^OTED TO OPERATION. 

1. Pittsburg, Pa 11% 

2. Battle Craak, Mich. 17 

3. Sioux City, Iowa 17 

4. Decatur, 111 1 fi 

5. Dayton, Ohio 16 

6. East St. Louis, 111 16 

7. Holyoke, Mass 15.3 

8. New Rochelle, N. Y 15 

9. Troy, N. Y 15 

10. Clinton, Iowa 15 

11. Everett, Mass 15 

12. Quincy, 111 14 



22 

13. New Britain, Conn 13 

14. Berkeley, Cal 12 

15. Quincy, Mass 13 

16. Ithaca, N. Y 13 

17 Cambridge, Mass 13 

18. Newton, Mass 12 

19. Detroit, Mich 12 

20. Muskegon, Mich 12 

21. East Orange, N. J 12 

22. Lynn, Mass 12 

23. Evansville, Ind 12 

24. Berkeley, Cal ••.... 11 

25. Seattle, Wash 11 

26. BOISE, IDAHO 11 

27. Tacoma, Wash 11 

28. Baltimore, Md 10 

29. Louisville, Ky ' 10 

30. Denver, Colo • • 10 

31. Salt Lake City, Utah 10 

32. Springfield, 111 10 

33. San Diego, Cal 10 

34. Newark, N. J 9 

35. Oakland, Cal ■ • . 9 

36. Fresno, Cal 7 

37. San Francisco, Cal 7 

It will be disco/ered from the tables given above that Boise 
devotes a larger part of the money available for public educa- 
tion to instruction than is comm.on in the cities considered, 
and that a relatively smaller part of the total than is custom- 
ary is devoted to the maintenance and operation of the plani. 
In our opinion, this emphasis placed upon good teaching and 
the development of an adequate system of supervision in the 
Boise school system is highly commendable. 

CO-OPERATION OF THE COMMUNITY WITH 
THE PUBLIC SCHOOLS. 

Throughout the inquiry, the members of the committee have 
been impressed on every hand with the intimate relationship 
that obtains between the community and the school system. 
Personal interviews with a number of citizens and with certain 
of the largest taxpayers has developed the fact that the public 
school officials lave secured the utmost confidence in the-.r 
efforts to develop the school system to the highest possible 
degree of ef fecti\eness. There appears to be in the community 
nothing of that fear so frequently found in American cities 
that the public schools are costing too much. 

At our request the Superintendent of Schools has furnished 
us with a partial list of items of the more recent co-operative 



23 

activities of the community and school system. We regard this 
list so significant of the community's attitude toward educa- 
tion that we submit it herewith as one of the evidences of the 
progrssive spirit that pervades the community in its effort 
to provide modern facilities of education for its growing pop- 
ulation. 

ITEMS OF CO-OPERATION OF SCHOOL AND 
COMMUNITY. 

The Juvenile Judge, Judge Dunbar, and the two probation 
officers have at all times co-operated with the school in mak- 
ing the connection between the school and the home. 

The city health department, consisting of the city physician, 
city nurse and city health officer, have followed up all the 
cases in the homes referred to them by the school nurse. They 
have also co-operated with the school nurse in matters of 
quarantine 

The physicians and dentists of the city have treated, free of 
charge, all cases recommended by the school nurse. 

Mothers' clubs have aided the school in furnishing rest 
rooms, and providing school gardens. 

The city baseball club has furnished free to the schools Cody 
Park for ail games and outdoor sports. 

The merchants of the city provided the High School Band 
with uniforms, and the athletic association with trophies. 

The Commerc-al Club furnished free to the schools its 
own club rooms for the entertainment of guests. 

The Columbian Club, the largest club in the city, co-operated 
with the schools in planting flowers and ornamenting grounds ; 
and organizing the City Choral Society. 

The Public Improvement Club encouraged boys to cultivate 
vacant lots, to dig dandelions, etc. 

The Good Citizenship Club gave prizes for home gardens 
and grounds. 

The Knights of Columbus offered prizes for the best essay 
on Columbus. 

The Commercial Club gave prizes for the best Booster 
essay. 



The D. A. R. conducted a contest on committing- nation?) 1 
songs, and had a contest for the best patriotic essay. 

The Y. M. C. A. officials conducted a grammar grade 
basket ball and baseball league. 

The Y. M.. C. A. also recruited a night class in manual 
training. 

The Y. W. C. A. also recruited classes in gymnasium, cook- 
ing and sewing. 

The College Women's Club has offered a scholarship valued 
at $200 annually for the University of Idaho. 

The University of Idaho Alumni has also offered a schol- 
arship valued at $150. 

The Intormouiitain Fair Association has donated the in- 
field of the fair j^rounds, consisting of 30 acres, for a dem- 
onstration farm f jr the high school. 

Stock breeders furnish their stock and bring them to the 
school for exhibit and judging purposes. 

Implement deaieis of the city co-operate with the schools 
in farm machiner;, and send the boys out to demonstrate the 
implements. 

Two or three dairy herds have been used for experimental 
purposes in connection with the schools. 

Fruit growers have given the boys a chance to work in 
their orchards, planting and spraying, and packers have prom- 
ised to take boys into their packing establishments for prac- 
tical work. 



. SPECIAL REPORT ON INSTRUCTION. 

(Edward C. Elliott.) 

January 7, 1913. 

To the Honorable Board of Education, Independent School 
District, Boise Idaho. 

Gentlemen: In response to your Superintendent of Schools 
I present the foUowing report upon the class room work of 
teachers as observed during my visitation of the schools on 
January 6th and 7th, 1913. 

It was agreed ly the members of the recent School Inquiry 



25 

Committee that this special report should be presented inde- 
pendently of the principal report of the committee; it was, 
however, to be considered as supplementary to that report. 

GENERAL. 

Purpose and Scope — The primary purposes of this enter- 
prise were to subnit general critical judgments upon the meth- 
ods of teaching a .d to present constructive suggestions for the 
betterment of cl'iss room instruction. The special character 
of these judgments and suggestions has been determined by 
the high level upon which the Boise public schools are oper- 
ated. They have been formulated with the understanding 
that the city and its school officials desire to have the schools 
attain the highest possible usefulness. 

^ Basis — At least one class exercise of fourteen of the twenty- 
nine teachers in the high school was observed. The work of 
thirty elementary school teachers was observed for shorter or 
longer periods. T i a majority of cases these observations were 
followed by a conference with the teacher. 

The Spiut of the Work — In every class room, high and 
elementary, the spirit of earnestness and industry on the part 
of the teacher ahd the ready responsiveness of pupils were 
characteristic. At no time did I observe the slightest act on 
the part of any pupil evidencing a disregard of those condi- 
tions that must obtain before the work of the school may pro- 
ceed with greatest profit. There was nothing of what had the 
appearance of "school" discipline. Throughout there was self- 
control without government or the imposition of authority. 

All of the teacliers appear to be in possession of the greatest 
freedom in the conduct of their work. There was also every 
evidence of a desire to co-operate in any effort calculated to 
improve their owr^ work. They constantly welcomed any ef- 
fort to assist them. 

HIGH SCHOOL. 

In addition to a number of matters of mechanical and minor 
importance to which the attention of the Principal of the 
high school and the Superintendent of Schools was called, the 
following items arc thought worthy of consideration in the 
further • inp rover xcnt of the school: 



26 

Supervision — A more carefully organized plan for construc- 
tive class room supervision by the principal would, without 
question, serve to establish better standards for both teachers 
and pupils, and foi the better correlation of the work of the 
different departments. Under the present arrangement the 
major time and energy of the principal are drafted off for 
the performance of routine mechanical tasks, thereby prevent- 
ing that constant watchfulness necessary for the attainmenc 
of the best teaching results on the part of all the teachers in 
the school. 

Community Adaptation — The ideal that has brought the 
Boise High School into national prominence is that of estab- 
lishing a close vital connection with the whole life of the com- 
munity which it serves. This ideal has been fruitful of nu- 
merous successful efforts by several of the departments, espec- 
ially the departments of agriculture, industrial and household 
arts. It is believed that efforts for the adaptation of the in- 
struction to present-day community social needs should be 
made by all of the departments of the school, even those de- 
partments where such adaptation is more difficult. In par- 
ticular, I feel that the class room instruction and laboratory 
work in both physics and chemistry is yet of the formal tra- 
ditional kind and does not approximate what is now the es- 
tablished aim of instruction in the school. 

Pupils — If the instruction in th-^. sch-X'l is as a whole not 
what it should be according to the most critical standards, i 
think the cause may be found in the absence of determined 
standards of accomplishment for pupils. Such standards ap- 
pear to be greatly needed in English. The written work of 
the pupils in the school is not, as a whole, what it should be. 
It has been suggested to the department of English that steps 
be taken to give the constructive work of the pupils greater 
prominence and that some plan be devised for the preservation 
of the principal part of the pupil's written work throughout 
his career in the school. No pupil, except in emergency cases, 
should be permitted to pass from one class to another who is 
seriously deficient in the English standard of that class. 

Records — The system of records of pupils now in the school 
is wholly inadequate. In order that the school may best fulfill 
its responsibility to pupils, the establishment of some system 
that will give in detail the record — intellectual, moral and 



27 

social — of the pupil may be regarded as indispensible in the 
modern school that desires to be of service to the pupil, not 
only while he is in school, but until he finds a place in life. 

ELEMENTARY SCHOOLS. 

General — In all the elementary schools visited, it was plainly 
evident that a large effort has been made to select competent 
teachers and to assign them to that work for which they were 
best suited. The Superintendent of Schools and the several su- 
pervisors consider each class and each teacher as representing 
a special situation and as requiring mdividual methods or 
direction, 

I saw some teaching of the highest grade ; I saw much that 
was very good ; and some that was mediocre. I saw no teacher 
whose work would be classified as distinctly poor. In all 
grades the teachers have been led to plan each day's work and 
to accomplish a definite result in each recitation. The range 
and amount of supplemental work done in each subject are 
significant of the progressive attitudes of the supervisory staff 
toward the teachers, and of the teachers toward their own 
duties. 

Over-Age and Instruction — In certain of the schools which 
have been recently annexed to the Independent School District 
of Boise (Washington and Garfield), the number of over-age 
pupils in the upper grades was noticeable. This is, however, 
explained by the fact of annexation. The absence of over-age 
pupils in the lower grades of these schools is evidence of the 
positive influence of the existing methods and organization in 
bringing about more effective instruction and consequently 
a better classification of pupils. 

Departmental Instruction — In all of the elementary schools 
departmental instruction obtains in the seventh and eighth 
grades (the sixth also in some schools). This departmental 
instruction represents the best that has come under my obser- 
vation. The departmental teachers exhibit a high degree of 
competency; and what is more important, their broader in- 
terest in the welfare of the individual pupils has not been 
lessened. 

Grade Standards — In any school system which is being de- 
veloped in the rational and progressive manner, as is the case 
of Boise, there is an increasing need of establishing in the 



28 

minds of pupils and teachers, especially teachers, definite 
standards of accomplishment for the pupils in each class. There 
is yet a large opportunity for the supervisors and teachers in 
co-operation to work out standards that will present a goal to 
teachers and serve as stimuli to pupils. Such standards would, 
of course, lake into special account those numerous cases of 
pupils for whom the ordinary regime of the school is not read- 
ily adaptable. One of the grave dangers of the modern public 
school is that the pupil will become a mere time-server instead 
of being accustomed to the performance of definite recognized 
results. The absence of such standards is to be plainly ob- 
served in the writing of pupils throughout rhe elementary 
schools. I have suggested to the Superintendent of Schools 
and the supervisors that a large use be made of certain recog- 
nized standards for elementary school subjects. Such stand- 
ards now exist in arithmetic, writing and composition. There 
is no reason why local standards might not be developed for the 
other subjects fo'; the purpose of determining and regulating 
the advancement of pupils. 

CONCLUSION. 

I cannot refrain from emphasizing one conspicuous feature 
of the work of all the schools ; that is, the recognition on the 
part of all supervisors and teachers that the work of the schools 
is not perfect and that they have not rendered their full re- 
sponsibility to the community and to children until every indi- 
vidual and collective endeavor has been made to accomplish 
larger and more effective results. The teaching and supervis- 
ory staff of the Boise schools ib characterized by the absence of 
any professional self-satisfaction. This mav be regarded as 
the biggest asset of the schools and the children, for it underlies 
all fruitful progress in public education. 

Very respectfully submitted. 

EDWARD C ELLIOTT. 



RECOMMENDATIONS. 

I. That the School Day, the School Week and the School 
Year he Lengthened , in order better to adapt the course of 
study and to utilize completely the school plant. (Page 3) . 



29 

II. That the Eighth Grade he Eliminated in accordance 
study and to utilize completely the school plant. (Page 3). 

III. That the High School Course of Instruction be Ex- 
tended by giving advanced courses ordinarily given in the first 
years of college. (Page 4). 

IV. That the Work of the Supervisory Staff be Developed 
by, (a) continuirig and changing exhibits of school work, (b) 
demonstration lessens, (c) the co-operation of teachers in the 
making of courses of study. (Pages 5 and 6). 

V. That a Systematic Record of Teachers as to training, 
experience, appointment, promotion and performance be insti- 
tuted. (Page 8). 

VI. That Special Classes for Slozv and Backzvard Children 
he Established. (Page 11.) 

VII. That a System of Cumidative Records of Pupils be 
Instituted. (Page 12). 

GENERAL SUMMARY. 

The principal conclusions and recommendations of the com- 
mittee are enumerated in brief form in the following para- 
graphs : 

CONCLUSIONS. 

A. As to the Course of Study : This has been arranged on a 
comprehensive basis with proper attention to fundamentals 
and with a commendable effort to adapt the instruction in the 
schools to the practical demands of modern community life. 

B. The supervisory staff is organized in accordance witti 
the practice prevailing in the most progressive cities of the 
United States. There is evidence of complete co-operation be- 
tween the supervisors and the teachers. Further co-operation 
between the several supervisors of the elementary schools and 
the high school is suggested. 

C. As to the Teaching Staff: A high standard of quali- 
fication has been maintained for the teaching staff. In the 
matter of selection, salary and tenure of teaching the present 
practices represent an enlightened and progressive school 
policy. 

D. As to the Classification and Progress of Children 
Through the School System: By comparison with 318 other 



30 

cities in the United States, there is definite evidence that the 
problem of the proper classification of children as to over-age 
is being successfully handled ; that adequate provision has been 
made to permit children of unusual ability to advance rapidly; 
that pupils are retained in school to an extent that is equaled 
by very few cities. 

E. As io the School Plant: This is in a highly satisfac- 
tory condition. The present policy of the school authorities as 
to the selection of sites, the construction, repair and care of 
school buildings, and the provision for play parks is approved. 

F. As to School Expenditures : On the basis of a compari- 
son with 37 selected cities, it is found that, (a) owing to the 
high qualifications of teachers and the variety of school activi- 
ties Boise ranks fairly high in the cost of elementary educa- 
tion; (b) owing to careful management, the cost of high 
school education in Boise is less than in half of the other 
cities; (c) owing to the very large percentage of children in 
the high school, Boise devotes to the high school a relatively 
large proportion of all the money spent for public education; 
(d) a larger part than is customary of the money available for 
public education is devoted to paying for instruction, and a 
smaller part for laaintenance and operation of the plant. 

G. As to Community Co-operation: The community and 
the school system co-operate in a most commendable manner 
The school officials enjoy the general confidence of the com- 
munity and receive its undivided support in their efforts to 
develop the school system to the highest possible degree of 
effectiveness. 



ABSTRACT OF SUPPLEMENTARY REPORT ON 

TEACHING. 

(Edward C. Elliott.) 

There is a characteristic spirit of earnestness and industry on 
the part of the teachers and supervisors, and a ready respon- 
siveness on the part of pupils. The schools are self-controlled. 

The ideal that has brought the Boise High School into 
national prominence is that of establishing a close vital connec- 
tion with the whole life of the community. 

The most conspicuous feature of the school system is the 



31 

attitude of the supervisors and teachers that the work of the 
schools is not perfect and that they have not rendered their 
full responsibilitv to the city and to the children until further 
individual nnd collective endeavors have been made to accom- 
plish larger and more effective results. 

EDWARD C. ELLIOTT, 
Professor of Education and Director of Course of Training 
of Teacher's, University of Wisconsin. 

CHAS. H. JUDD, 
Direct Of of School of Education, Professor of Education, 
University of Chicago. 

GEORGE D. STRAYER, 
Head of Department and Professor of Educational Adminis- 
tration, Teachers College, Columbia University. 



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